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Correction: The Role of Support Units in Digital Transformation: How Institutional Entrepreneurs Build Capacity for Online Learning in Higher Education

Correction: The Role of Support Units in Digital Transformation: How Institutional Entrepreneurs... Technology, Knowledge and Learning https://doi.org/10.1007/s10758-022-09622-w CORREC TION Correction: The Role of Support Units in Digital Transformation: How Institutional Entrepreneurs Build Capacity for Online Learning in Higher Education 1 2 3 Inger Langseth  · Dan Yngve Jacobsen  · Halvdan Haugsbakken © Springer Nature B.V. 2022 Correction: Technology, Knowledge and Learning https:// doi. org/ 10. 1007/ s10758- 022- 09620-y Following the publication of the original article, these 3 references should be changed. (1) Page 7 “but that they tend to align their theorizing with existing conceptual frameworks (Drake et al., 2015; Conole, 2015) identified ..” These two references should be split: “but that they tend to align their theorizing with existing conceptual frameworks (Drake et al., 2015). Conole, (2015) identified ..” (2) Page 7 “discussion fora (Singh & Mørch, 2018; Engeness & Nohr, 2020) found that …..” These two references should be split: …discussion fora (Singh & Mørch, 2018). Engeness & Nohr, (2020) found that….. (3) Page 8 “…(left out for review)”. reference to include (Langseth et al., 2021) The original article can be found online at https:// doi. org/ 10. 1007/ s10758- 022- 09620-y. * Inger Langseth Inger.Langseth@ntnu.no Dan Yngve Jacobsen Dan.Jacobsen@ntnu.no Halvdan Haugsbakken Halvdan.Haugsbakken@hiof.no Department of Teacher Training, Norwegian University of Science and Technology, Trondheim, Norway Department of Pedagogy and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway Department of Pedagogy, ICT and Learning, Østfold University College, Halden, Norway 1 3 Vol.:(0123456789) I. Langseth et al. Figures: Following the publication of the original article, the Figures and Tables should be repositioned in the text. (4) Page 4 Move Fig. 1 to between the paragraph ending with”, and online teaching and learning on open platforms took off.” and before the paragraph starting with: “In brief, the first groundbreaking Connectivist cMOOC…” (5) Page 11 Move Table  2 to between the paragraph ending with …. “An outline and example of the process from interviewee statements to condensed categories is provided in Table 2.” and before the paragraph starting with: “The research project has been approved by the National Centre for the Handling of Research Data in Norway (NSD).” (6) Page 16/17 Move Figure  2 to page 17 (chapter  4.2), after the paragraph that ends with: “The need to learn about instructional design in online environments to ensure quality and optimal use of learning resources. and before the paragraph that starts with: The informants (n = 6) typically reported on the need of an open platform, in contrast to the closed LMS to cover their needs: PS! Also remove he “PS” in the caption. (7) Page 26 Move Figure 3 from before to after the quotation: Insert Figure 3 before the sentence that starts with: “In Fig. 3 above, we have summarized core elements in support for MOOC produc- tion resulting from the interviews (N = 17). (8) Page 28 Move Table 3 (chapter 5.3) to after the paragraph that ends with: “The concepts are defined and discussed in terms of the role that support units concerned with MOOC entrepreneurial activities play in online Education.” and Insert Table 3 before the paragraph that starts with: “In the first scenario, support units often engage in top-down implemented techno- logical infrastructures, where they contribute to individual digital competence develop- ment to maximize the effect of the investment.” (9) Page 32 Move Figure 4 to after the paragraph that ends with: “Moreover, concept formation, which is particularly fast in the entrepreneurial EdTech field, can support knowledge-building through pattern recognition (Siemens, 2004), such as in Fig.  4 below, where we have visualized our findings in a model for digital maturity that came out of the analysis in this study.” Insert Figure 4 before the paragraph that starts with: We have based the model on the systematization of well-known and researched con- cepts for digitalization and contextualized the model in MOOC entrepreneurship in HEI in Norway. General comments on Table layout. 1 3 Correction: The Role of Support Units in Digital Transformation:… Table 1 is difficult to read: Is it possible to adjust the table to avoid the slim last column, putting it on the left margin, and move the heading on top? Also, to make some space between the headings Sample 1, 2 and the bottom line? PS! Table 2 is difficult to read, since all the spaces have been left out and we have not used punctuations in the column for codes. Is it possible to modify the Table (cf. uploaded original? Thank you in advance. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Com- mons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. Publisher’s Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. 1 3 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Technology Knowledge and Learning Springer Journals

Correction: The Role of Support Units in Digital Transformation: How Institutional Entrepreneurs Build Capacity for Online Learning in Higher Education

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Springer Journals
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Copyright © Springer Nature B.V. 2022
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2211-1662
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2211-1670
DOI
10.1007/s10758-022-09622-w
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Abstract

Technology, Knowledge and Learning https://doi.org/10.1007/s10758-022-09622-w CORREC TION Correction: The Role of Support Units in Digital Transformation: How Institutional Entrepreneurs Build Capacity for Online Learning in Higher Education 1 2 3 Inger Langseth  · Dan Yngve Jacobsen  · Halvdan Haugsbakken © Springer Nature B.V. 2022 Correction: Technology, Knowledge and Learning https:// doi. org/ 10. 1007/ s10758- 022- 09620-y Following the publication of the original article, these 3 references should be changed. (1) Page 7 “but that they tend to align their theorizing with existing conceptual frameworks (Drake et al., 2015; Conole, 2015) identified ..” These two references should be split: “but that they tend to align their theorizing with existing conceptual frameworks (Drake et al., 2015). Conole, (2015) identified ..” (2) Page 7 “discussion fora (Singh & Mørch, 2018; Engeness & Nohr, 2020) found that …..” These two references should be split: …discussion fora (Singh & Mørch, 2018). Engeness & Nohr, (2020) found that….. (3) Page 8 “…(left out for review)”. reference to include (Langseth et al., 2021) The original article can be found online at https:// doi. org/ 10. 1007/ s10758- 022- 09620-y. * Inger Langseth Inger.Langseth@ntnu.no Dan Yngve Jacobsen Dan.Jacobsen@ntnu.no Halvdan Haugsbakken Halvdan.Haugsbakken@hiof.no Department of Teacher Training, Norwegian University of Science and Technology, Trondheim, Norway Department of Pedagogy and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway Department of Pedagogy, ICT and Learning, Østfold University College, Halden, Norway 1 3 Vol.:(0123456789) I. Langseth et al. Figures: Following the publication of the original article, the Figures and Tables should be repositioned in the text. (4) Page 4 Move Fig. 1 to between the paragraph ending with”, and online teaching and learning on open platforms took off.” and before the paragraph starting with: “In brief, the first groundbreaking Connectivist cMOOC…” (5) Page 11 Move Table  2 to between the paragraph ending with …. “An outline and example of the process from interviewee statements to condensed categories is provided in Table 2.” and before the paragraph starting with: “The research project has been approved by the National Centre for the Handling of Research Data in Norway (NSD).” (6) Page 16/17 Move Figure  2 to page 17 (chapter  4.2), after the paragraph that ends with: “The need to learn about instructional design in online environments to ensure quality and optimal use of learning resources. and before the paragraph that starts with: The informants (n = 6) typically reported on the need of an open platform, in contrast to the closed LMS to cover their needs: PS! Also remove he “PS” in the caption. (7) Page 26 Move Figure 3 from before to after the quotation: Insert Figure 3 before the sentence that starts with: “In Fig. 3 above, we have summarized core elements in support for MOOC produc- tion resulting from the interviews (N = 17). (8) Page 28 Move Table 3 (chapter 5.3) to after the paragraph that ends with: “The concepts are defined and discussed in terms of the role that support units concerned with MOOC entrepreneurial activities play in online Education.” and Insert Table 3 before the paragraph that starts with: “In the first scenario, support units often engage in top-down implemented techno- logical infrastructures, where they contribute to individual digital competence develop- ment to maximize the effect of the investment.” (9) Page 32 Move Figure 4 to after the paragraph that ends with: “Moreover, concept formation, which is particularly fast in the entrepreneurial EdTech field, can support knowledge-building through pattern recognition (Siemens, 2004), such as in Fig.  4 below, where we have visualized our findings in a model for digital maturity that came out of the analysis in this study.” Insert Figure 4 before the paragraph that starts with: We have based the model on the systematization of well-known and researched con- cepts for digitalization and contextualized the model in MOOC entrepreneurship in HEI in Norway. General comments on Table layout. 1 3 Correction: The Role of Support Units in Digital Transformation:… Table 1 is difficult to read: Is it possible to adjust the table to avoid the slim last column, putting it on the left margin, and move the heading on top? Also, to make some space between the headings Sample 1, 2 and the bottom line? PS! Table 2 is difficult to read, since all the spaces have been left out and we have not used punctuations in the column for codes. Is it possible to modify the Table (cf. uploaded original? Thank you in advance. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Com- mons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. Publisher’s Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. 1 3

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Technology Knowledge and Learning – Springer Journals

Published: Dec 1, 2023

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